SOUTHWEST BEHAVIORAL HEALTH SERVICES



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Southwest Behavioral & Health Services

Health Service Psychology Internship

2020 Match Program Brochure

Dr. Lynette Livesay

Training Director

lynettel@

602-285-4278

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This internship

site agrees to abide by the APPIC policy that no person at

this training facility will solicit, accept, or use any

ranking-related information from any intern applicant.

Questions related to the program’s accreditation status should be directed to:

Office of Program Consultation and Accreditation

American Psychological Association

750 First Street, NE

Washington, DC 20002-4242

Phone: 202-336-5979 Email: apaaccred@

Web: ed/accreditation

Southwest Behavioral & Health Services

3450 N. Third Street

Phoenix, AZ 85012

INTRODUCTION

Southwest Behavioral & Health Services (SB&H) is Arizona’s largest provider of publicly funded behavioral health services. SB&H was established in 1969 as a federally funded program under a partnership known as St. Luke’s-Jane Wayland Community Mental Health Center. In 1974, it was incorporated as a nonprofit organization known as Phoenix South. In 1995, the name officially changed to Southwest Behavioral Health Services when Phoenix South merged with Community Behavioral Health, thus making SB&H the largest community-based behavioral-health provider in Arizona. As the demand for mental health services increased, SB&H has grown into a region-wide provider of services with clinics and programs in Tempe, Mesa, Buckeye, Bullhead City, Kingman, Flagstaff, Prescott, Payson, and multiple sites in Phoenix metropolitan area. In 2015, the organization underwent another name change, adding “&” between Behavioral and Health to reflect the developing focus on integrated care thus making the name Southwest Behavioral & Health Services. SB&H’s range of services includes outpatient services for adults, adolescents, and children, community living programs, in-home services, substance abuse programs, school-based programs, prevention programs, and crisis recovery services. The Commission on Accreditation of Rehabilitation Facilities (CARF) accredits many of SB&H’s programs.

In all areas of service, SB&H supports the belief that all individuals possess personal strengths, interests, and desires, and are capable of live fulfilling and rewarding lives. The agency uses Better Outcomes Now (BON) and all interns receive training and become adept at utilizing these skills in service delivery. Thus, SB&H embraces a strengths-based, recovery oriented, community-integrated approach to treatment. Applicants are highly encouraged to visit for more information.

In addition to being a comprehensive service provider, SB&H has been the recipient of numerous awards over the years. Most recently the organization received the 2018 Healthcare Leadership Award from AZ Business Magazine for Outstanding Achievement in Behavioral Health Management or Treatment. SB&H was also the recipient of the 2018 Healthy Arizona Worksites Gold Award honoring the company’s worksite wellness program strategies. SB&H is honored to be included in Phoenix Business Journal's 2018 Healthiest Employers for Midsize Companies, thanks to our comprehensive corporate wellness program. In 2016, SB&H received the Psychologically Healthy Workplace Award from the Arizona Psychological Association and the Arizona Corporate Excellence Award for fastest-growing private company by the Phoenix Business Journal.

Training Institute

The Southwest Behavioral & Health Services Training Institute (TI) ensures that clinical training is provided to address current licensing requirements and topics of clinical interest. As such, it provides on-going training for clinicians in community mental health in clinical assessment, treatment planning, and documentation. In addition, the TI is also an APA-approved sponsor for CE credits for its Early Bird and Two for Tuesday monthly lecture series for psychologists and other behavioral health professionals in the community. The Training Institute supports practicum training for students in both masters and doctoral programs in counseling, social work, and psychology, as well as doctoral internships for students in doctoral psychology programs.

HEALTH SERVICE PSYCHOLOGY Internship

Practitioner-Scholar Philosophy

Southwest Behavioral & Health Psychology Internship program embraces the philosophy of the Practitioner-Scholar model of training which grew out of the conference on Professional Training in Psychology held in Vail, CO in 1973. At the heart of this model is the development and honing of clinical skills required of professional psychologists, including clinical interviewing, client advocacy, treatment planning, and therapeutic interventions, as well as consultation, community outreach, and advancements in research and practice standards.

Internship Program

Internship is the year that bridges the space between being a student of psychology and being a professional psychologist. As such, the program is designed to meet the increasing skill level of the intern, approaching training and supervision from a developmental model. At the start of the internship, all interns will participate in the New Employee Orientation (NEO) to acclimate them to the agency. Clinical Week encompasses the second week of the internship year, training interns on various clinical activities such as the Initial Engagement Session, service planning, safety support planning and PCOMS. The program is sequential, cumulative and graded in complexity. Thus, supervision in the initial months of internship is more directive, allowing interns to gain skills needed to be successful. Directive supervision, for example, may take the form of assisting interns understand clinical data to develop a service plan; it may take the form of recommending and modeling or teaching a specific intervention. As the intern gains confidence in his or her clinical skills, supervision typically shifts to having the intern present cases and review the effectiveness of his or her intervention strategies, utilizing PCOMS.

All internship positions for training year 2020-2021 begin Monday September 14th, 2020. The internship program consists of 2000 hours over 12 months and encompasses on-site training, group and individual supervision, and didactic experiences designed to meet the APA Standards of Accreditation, and Arizona licensure requirements. Licensure requirements vary from state-to-state, so prospective interns are encouraged to be knowledgeable regarding the requirements of other states. Interns are expected to make a full-time commitment to their training and respect the schedule they develop with their supervisor to ensure that they meet their training requirements of 2000 hours. The internship year is a rigorous experience and requires the intern to be fully present and open to all that the year offers in terms of skill development, training and supervision. As such, additional employment outside of the internship is highly discouraged as it contributes to burn out, reduces the opportunity for interns to engage in self-care, fosters difficulty for interns to fully commit to the internship training year, and at times it presents a conflict in priorities.

INTERNSHIP POSITIONS

Description of Internship Tracks

Recovery College/ Community Living Program (NMS #203516)

The Recovery College/Community Living program offers the opportunity for interns to learn how to assist adults with behavioral health interventions in a variety of settings. A key component of this placement is assisting adults with community integration and resolving behavioral issues so that individuals may to gain greater community independence. Services are designed to build upon an individual's strengths, and provide community supports. Services are provided in the client home, a residential facility, the community, and the Community Resilience Center which is a day program that serves adults designated with a serious mental illness. Interns will gain proficiency in working with voluntary and court ordered adults, addressing substance abuse issues, assessing and treating a variety of psychiatric symptoms, and navigating public health systems within Maricopa County to increase client supports and resources. As part of a multidisciplinary team, interns will engage in coordination of care, client advocacy, treatment planning and programming with an integrative approach. The intern may also have opportunities to provide input on program development and to facilitate training and supervision to direct care staff. Interns conduct intake assessments, provide individual counseling, facilitate groups, and participate in community-based activities. Psychological testing/report writing is not an activity available on this track.

• Crisis Recovery Unit (NMS #203514)

The CRU 1 and CRU 2 are 24-hour, Level One, secured facilities located in Phoenix. Persons admitted to the CRU programs are typically considered a danger to self or others and are unable to function in the community. The CRU interns provide behavioral health interventions for individuals experiencing a behavioral health crisis who require a structured, non-hospital setting. Services are designed to build upon the client’s strengths while working to minimize escalation of behaviors that will lead to a more restrictive setting. At the CRU, interns are part of a multidisciplinary team consisting of prescribers, nurses, and behavioral health technicians. Interns have opportunities to assess and treat adults manifesting a variety of psychiatric symptoms and diagnoses. Interns will gain proficiency in working with individuals as they work to resolve mental health crises. Daily group and individual therapy sessions are facilitated by interns. Psychological testing is not an activity available on this track.

Opioid Replacement Services Clinic (NMS #203515)

The Opioid Replacement Services outpatient program, located in Phoenix, Arizona provides behavioral health and substance abuse services for adults seeking to address their concerns. The program builds on client strengths and natural supports. Services are designed to assist adults in achieving optimal functioning in their personal lives and in the community. Specific services offered in both programs are intensive group and individual therapy, case management, and psychiatric medication services. The Methadone Maintenance and Suboxone Treatment program provides medication assisted treatment services to persons addicted to opioids. Interns will gain proficiency in performing initial engagement sessions, and facilitating group and individual therapy sessions with this population. As part of a multidisciplinary team, interns will also engage in treatment planning and programming with a team approach. Psychological testing is not an activity available on this track.

Outpatient Clinic

Maricopa County, Arizona (NMS #203513)

Flagstaff, Arizona (NMS #203517)

The Outpatient Clinics serve clients who reside in various urban and rural parts of Maricopa County, as well as in Flagstaff, Arizona. The clinics serve all age ranges of clients from birth through adulthood. The intern provides comprehensive behavioral health services including Initial Engagement Sessions, individual counseling, family/couples counseling, and group counseling. Coordinating care with the client’s primary care physician and other providers is essential and assists the intern in becoming adept at an integrated model of care. The intern works as part of a treatment team that includes the program director, case managers, clinicians, family coaches, and prescribers. Although not guaranteed, some psychological testing/report writing may be available on this track. Services are provided in both the outpatient clinic, as well as the client’s home, as needed.

• School and Community Based Counseling Services (NMS #203519)

The School and Community-Based Counseling Services program provides comprehensive behavioral health services to youth and their families in school and community settings in the greater Phoenix area. These services span a continuum of care. All behavioral health services are developed in collaboration with the youth and family and are created to be flexible and adjustable as the youth and family progress and grow. The intern is responsible for communicating with families and school staff to help identify those children who do have counseling needs. The intern works collaboratively with school staff and families to provide not only individual, group, and family counseling, but helps identify supports needing to be developed and implemented in the home and school environment to help children reach their potential. As part the Child and Family Team (CFT) process, the intern meets with identified members on the child’s clinical team to assess and monitor goals on a quarterly basis that drive the overall need for development. The intern is able to help the child grow and develop personally and emotionally in order to go back into the classroom to learn, form healthy relationships with others and have the self-confidence they need to go out into the world. Psychological testing is not an aspect of this placement as all testing is currently done by school district staff.

Contact hours

Direct Contact

Over the course of the training year, interns will spend a minimum of 500 hours in direct contact with clients. All interns earn more than the minimum requirement as there are many robust opportunities to have direct contact with clients.

Direct contact takes the form of:

• performing Initial Engagement Sessions (IES)

• conducting individual, family, couples and group therapy

• formulating service plans and safety support plans with the client

• participating in treatment team meetings and case staffings with the client present

• conducting psychological test batteries for diagnostic and treatment evaluations (see track descriptions for more details about the availability of this activity)

Indirect Contact

Interns have duties requiring indirect contact hours. This time is divided between the supervision and didactic training portions of the internship (a total of six to eight hours per week) and meeting the administrative needs of working in a community-based mental health system. These include documenting treatment sessions and communications between treatment team members, completing discharge summaries, attending site staff meetings, supervision and didactic trainings.

Core Competencies

The SB&H interns receive a wide range of training experiences over the course of the internship year. Through supervision, colloquia series, and on-site experiences, interns will have ample opportunities to achieve the required profession-wide competencies outlined in the Standards of Accreditation for Health Service Psychology: (1) Research (2) Ethical and legal standards (3) Individual and cultural diversity (4) Professional values, attitudes, and behaviors (5) Communication and interpersonal skills (6) Assessment (7) Intervention (8) Supervision and (9) Consultation and inter-professional/interdisciplinary skills.

Evaluation of Competencies

It is expected that interns will improve their competencies over the course of their training year. The Primary Supervisors and Training Director are committed to assisting interns gain competencies needed to be successful psychologists. Throughout the year through group and individual supervision, the supervisors will informally assess interns’ areas of competence and provide feedback as needed. Evaluation of intern performance will include live observation and/or review of audio/video recordings. Twice a year interns will receive a formal written evaluation of their competencies. A copy of this evaluation is sent to the intern’s sponsoring graduate program.

Formal Case Presentation

Interns will prepare one formal case study which will be presented to the psychology training program during spring/summer colloquium. Interns will be expected to develop a case formulation, present a video tape of a portion of a session, and discuss the interventions.

Psychology Presentation

In honor of demonstrating the intern’s ability to critically evaluate research and independently disseminate research and other scholarly activities to others, all interns will prepare and present one formal training opportunity for SB&H staff. The presentation will be research-informed and at least four hours in length. Interns may co-present with a peer. Past presentations have included topics of cultural diversity, however the intern may present on a topic of choice as long as it is in line with a public behavioral health/integrated care/recovery oriented philosophy. See page 13 for past doctoral student presenters and topics.

Didactic Training

Colloquium

The program requires interns to have a minimum of 100 hours of didactic training. Interns will earn some of these hours through Colloquium, which they must attend every Friday from 9-11am. Colloquium expands on and complements the interns’ on-site learning experiences. The meetings are facilitated by the SB&H Training Institute psychologists as well as psychologists from the community. Topics that are addressed include ethical and legal issues, clinical skills, treatment approaches, multicultural/diversity topics, self-care, and other special topics pertaining to psychologists. See page 12 for a list of past presenters and topics.

Additional Required Training Seminars

The monthly Early Bird Seminar series, sponsored by the Training Institute, is another didactic opportunity required of interns. Each month a behavioral health professional presents an hour-long seminar (Early Bird) on a topic of clinical or professional interest relevant to the mental health profession. The Training Institute also sponsors the Two-For-Tuesday seminar series, which is required of interns and assists interns in earning didactic training hours. These seminars, featuring behavioral health professional presenters, meet for two hours on a Tuesday evening, every other month and cover a variety of topics related to behavioral health. Both Early Bird and Two for Tuesday seminars are approved by the American Psychological Association.

Supervision

Supervision is integral to professional development. The interns receive multiple forms of supervision and training during their internship. Psychologists associated with the Training Institute and licensed to practice independently will provide a minimum of two hours of weekly individual supervision and two hours of weekly group supervision for each intern. During individual supervision, interns and the supervisor will review cases, treatment planning, intervention strategies, and other relevant issues. The supervisor will also review the intern’s documentation of cases, and if necessary, advise the intern on appropriate conduct. The two hours of group supervision per week, facilitated by the Training Director, provides a forum for interns to present cases, discuss current research, and consult with the other interns.

Evaluation Process

Interns will receive ongoing informal verbal feedback from their supervisors throughout their tenure at SB&H. Interns receive a formal written evaluation by their supervising psychologist of their professional development at the midpoint and endpoint of their internship year. Interns will be evaluated on their professional development, including adherence to ethical standards and legal professional guidelines, development of professional skills and competence, utilization of and approach to supervision, approach to professional growth, ability to function independently, and ability to manage time effectively. A copy of formal evaluations will be submitted to the Director of Training at the Intern’s educational institution. Interns are also asked to evaluate the training program and their supervisor twice a year by submitting a written evaluation. Feedback from interns is used to make changes to the program that will enhance the internship experience for current and future interns.

Due Process, Appeal Process, and Grievance Procedure

SB&H holds a strong commitment to developing psychologists who demonstrate high levels of professionalism and clinical skills. Internship is a rigorous experience, which demands that interns continually apply themselves to all aspects of the professional development over an extended period of time. Interns are required to conduct themselves in an ethical, legal and appropriate manner at all times both while at work, and outside of work. Unprofessional conduct is behavior inconsistent with the identity of a professional psychologist, and will be addressed with an intern, should the issue arise over the course of the training year. At the beginning of the training year, all interns are provided with the written Due Process and Appeal Process which addresses the program’s approach for dealing with intern unprofessional conduct and problematic behavior. Interns are also provided the written Grievance Procedure which is utilized when an intern has a complaint against the internship program.

CERTIFICATE OF INTERNSHIP COMPLETION

Upon completion of their training year, interns will be awarded a certificate from the SB&H Training Institute indicating the intern has satisfied all internship requirements. Interns must complete at least 2000 total internship hours before being awarded a certificate of completion.

FINANCIAL SUPPORT AND BENEFITS

Full-time interns receive a stipend of $24,000.00 to be paid every two weeks throughout their internship year. Health, vision and dental insurance plans are available to interns, which go in to effect on November 1st of the training year. Eighty hours of personal leave time, and 10 state and federal holidays are counted as compensated hours. Personal leave time may be taken after 60 days of the start of the training year, and no leave time will be granted during the last two weeks of the training year. Maternity and paternity leave is offered in accordance with the APPIC Guidelines for Parental Leave During Internship and Postdoctoral Training document dated 10/1/2015. In cases where the intern has used up all allotted personal time and an emergency or other extenuating circumstance arises requiring the intern to take additional time away from the program, that time will be unpaid and the intern will be required to extend the training year past the original end date to ensure the intern earns 2000 hours. Circumstances in which the intern is absent from internship for a significant amount of time over and above the allotted 80 hours, and aside from the need for parental leave, will be dealt with on a case by case basis.

APPLICATION INFORMATION

Eligibility

Doctoral psychology students in clinical or counseling psychology who have met their institution’s requirements for internship are invited to apply to the SB&H Doctoral Internship in Psychology program. At a minimum, applicants will have completed 250 direct/face-to-face intervention hours, 50 direct/face-to-face assessment hours, and have completed at least two practica. Advanced practicum experience and experience in community mental health is highly preferred, though not required. Ideal applicants will indicate a strong desire to work in public behavioral health. The program is committed to recruiting and training interns who represent a variety of ethnic, racial, gender and personal backgrounds. Applicants who adhere to a psychodynamic framework are likely not a good fit for this training program.

The Training Institute follows traditional psychology clinical preparation requirements. These are the standards required by APA as well as the State of Arizona Board of Psychology Examiners. Applicants are required to have completed an APA approved (or equivalent) course of study which covers the identified core competencies. As such, applicants from Clinical Science or PC/SAS accredited programs will not be considered as appropriately trained for the internship experience.

Application Process

Southwest Behavioral & Health Services is a member of Association of Psychology Postdoctoral and Internship Centers (APPIC), and participates in the National Match. Please see the APPIC website () for assistance with application submission.

The application deadline is Wednesday, November 20th, 2019. Applicants should specify in the cover letter their internship track preferences: Crisis Recovery Unit, Opioid Replacement Services, Recovery College/Community Living Program, School and Community Based Counseling Services, and/or Outpatient Clinic (Maricopa County and/or Flagstaff). More than one preference may be specified and ranked.

A complete application includes the following items:

1. The APPIC Application of Psychology Internship, provided by APPIC (), completed in its entirety, including the essays

2. Official transcripts of all graduate work

3. Three letters of recommendation from psychologists or other professionals familiar with the applicant and the applicant’s work, utilizing the APPIC Standardized Reference Form

4. One work sample is highly recommended as part of the application. Ideally, this would be an assessment report that addresses, at minimum, background information, current behavioral observations, results of a psychological test battery, and formulation of the case. Please protect anonymity of the client.

Notifications and Interviews

All applicants will be notified via email of their application status by Wednesday, November 27th, 2019. All applicants who have been selected to interview will meet with the Chief of Clinical Services, Training Director, supervising psychologists and current interns for an overview of the internship program and Southwest Behavioral & Health Services agency on Friday, January 10th, 2020 from 9am to 11am. Following the overview meeting, applicants will have the opportunity to meet with the current interns and post-doctoral residents in the absence of the psychology training staff to ask questions and gain the perspective of the current intern cohort. Individual interviews will be conducted that afternoon with the Chief of Clinical Services, Training Director and supervising psychologists, with two to three training faculty present in each interview. Interviews will also be conducted on Monday, January 13th, 2020. Interviews take 30-45 minutes each. Applicants traveling from out of state will be interviewed on Friday, January 10th, 2020. If an applicant is unable to attend the overview meeting on January 10th, 2020, the applicant should notify the Training Director, Dr. Livesay. Selected applicants are strongly encouraged to be available for in person interviews on these dates, however phone interviews are offered for those unable to meet in person.

Placement Screening Requirements

As a condition of becoming an intern and remaining an intern for the duration of the training year applicants must meet and adhere to certain background requirements. SB&H will perform a background investigation (which may include professional references, criminal history, civil history, sex offender search, social security number verification, education verification, OIG Exclusionary clearance, driving history, vehicle insurance verification, credit check, drug screening test and TB test). Failure to submit a urine sample or if the analysis reveals the presence of drugs or other controlled substances, the opportunity to train as an intern at SB&H is immediately and wholly revoked. Applicants who test positive for marijuana and possess a valid medical marijuana card must provide a copy of the card to Human Resources. A fingerprint clearance card is also required.

Equal Opportunity Employer

SB&H is an equal opportunity employer. Selections for the internship positions are made without discrimination for any non-merit reason, including, but not limited to, age, race, color, religion, physical disabilities, national origin, political affiliation, gender, sexual orientation, and marital status. Reasonable accommodations in facilities and work expectations will be made for individuals with limitations if the individual would be able to perform the job satisfactorily given appropriate accommodations. If an applicant requires special accommodations in order to complete the application/interview process, the applicant should contact Dr. Livesay, via email at lynettel@

DOCTORAL TRAINING FACULTY

Bob Bohanske, PhD, FNAP, FAPA

Dr. Bob Bohanske is the Chief of Clinical Services and Clinical Training at Southwest Behavioral Health Services in Phoenix, Arizona. He received his Ph.D. in Rehabilitation Psychology from the University of Arizona and M.S. in Counseling and Rehabilitation from the University of Southern California. He completed his pre-doctoral Residency at the Institute of Rehabilitation Medicine and Post-Doctoral Fellowship in the Institute of Behavioral Medicine both at Good Samaritan Medical Center in Phoenix. He is a member of the active teaching faculty at Midwestern University, (APA approved Clinical Psychology Program) Argosy University, (APA approved Clinical Psychology Program) and Ottawa University, (Professional Counseling Program), Sias University, XinZheng, Peoples Republic of China as a clinical consultant and as a Visiting Professor of Psychology at Zhengzhou University, Zhengzhou, China. Dr. Bohanske is a Project Leader and Certified Trainer for the Heart and Soul of Change Project. He also consults as a Psychology expert for the US Department of Justice, Civil Rights Division and serves as a member of the Arizona Board of Psychologist Examiners. Dr. Bohanske is a member of APA Divisions 22 and 40, the American Congress of Rehabilitation Medicine, the Society for Participatory Medicine and the Academy of Medical Psychology. Dr. Bohanske is the recipient of the 2009 Health Care Heroes Award for Research and Innovation from the Phoenix Business Journal and the 2008 Heart and Soul of Change Award for Clinical excellence from the Institute for the Study of Therapeutic Change ,the 2012 award for Distinguished Contributions to Psychology from the Arizona Psychological association and the 2013 Arizona Behavioral Health Award: Leadership in Service, from Arizona State University: Center for Applied Behavioral Health Policy. Dr. Bohanske is a Distinguished Practitioner and Fellow in the National Academies of Practice (Psyc), a Diplomat and Fellow in the American Psychotherapy Association and was elected a fellow of The Association of State and Provincial Psychology Boards.

Lynette Livesay, PsyD

Dr. Lynette Livesay is the Administrator of Clinical Education (Training Director) for the SB&H Doctoral Psychology Internship Program. She earned her Doctor of Psychology with a minor in Forensic Psychology from the Illinois School of Professional Psychology and completed her doctoral internship with the Federal Bureau of Prisons, Metropolitan Detention Center in Los Angeles, California. She earned a Bachelor’s degree in Family Studies from Arizona State University and a Master’s degree in Counseling from the University of Phoenix. Her postdoctoral hours towards licensure were completed at Southwest Behavioral & Health Services at the Crisis Recovery Unit. She has served as the Program Director for the Erickson Clinic in Phoenix, Arizona where she supervised doctoral practicum students, doctoral interns and postdoctoral residents. She worked as a psychologist for the Arizona Department of Corrections and Associate Director of Clinical Operations for Treatment Assessment Screening Center. She is an approved site visitor for the American Psychological Association Commission on Accreditation and a mentor for the Association of Psychology Postdoctoral and Internship Centers. In 2016 she was nominated for the Phoenix Business Journal Healthcare Hero Award for Healthcare Education. Her professional interests are gender specific treatment, self-care/prevention of burnout, correctional psychology, and public health.

Wendy Bunn, PsyD

Dr. Wendy Bunn is a licensed psychologist and a primary supervisor for the Doctoral Psychology Internship Program with Southwest Behavioral & Health Services (SB&H). Dr. Bunn graduated with a doctorate in Clinical Psychology at Argosy University/Phoenix October 2009. She has over 18 years of experience working in community behavioral health settings for non-profit organizations in the Phoenix metropolitan area.  She started her career working with children diagnosed with autism and later became a clinician working with children, teens, and families in schools and outpatient clinics. She gained crisis stabilization and substance abuse knowledge and expertise working at SB&H Crisis Recovery Unit and the 7th Ave. Opioid Replacement Services program during her internship year. On September 21st, 2018 Dr. Bunn was awarded the Patriot Award for “going above and beyond to promote professional development in both civilian and military careers”. She is passionate about serving those that are in the greatest need and has always sought positions where she can have a direct impact on the quality of care for others. Dr. Bunn coordinates and recruits experts from the community to provide didactic trainings called Early Bird and Two for Tuesdays throughout the training year. She has been a Program Director and leader for the past 10 years within SB&H, continuing to be an advocate and champion of strengths based client-directed services for the chronic seriously mentally ill, homeless, and substance abuse populations.

Amanda McBride, PsyD

Dr. Amanda McBride is a licensed psychologist and a primary supervisor for the Doctoral Psychology Internship Program with Southwest Behavioral & Health Services. She received her doctoral degree in Clinical Psychology from the Arizona School of Professional Psychology at Argosy University, Phoenix, in August 2014. Dr. McBride completed her doctoral internship training at Talbert House in Cincinnati, Ohio, a community behavioral health agency. Her post-doctoral residency was completed with Southwest Behavioral & Health Services. Dr. McBride also has experience working with clients in juvenile corrections and conducting psychological assessments. Dr. McBride currently works at the Erickson Outpatient Clinic of Southwest Behavioral & Health Services, maintaining an active caseload of clients receiving individual, family/couples, group, and intensive-outpatient services, conducting bariatric assessments, and supervising doctoral interns and practicum students. Dr. McBride has significant clinical and research interests in the topics of childhood grief and loss and animal-assisted psychotherapy.

Laurie Cessna, PsyD

Dr. Laurie Cessna is a licensed psychologist, a primary supervisor for the Doctoral Psychology Internship Program, and the Program Director of the Opiate Replacement Services training site with Southwest Behavioral & Health Services. Dr. Cessna graduated in 2016 from Pacific University with a doctoral degree in Clinical Psychology. In 1999, Dr. Cessna began her career in behavioral health by providing school-based groups and substance abuse services to adults and adolescents in rural Oregon. Dr. Cessna completed a terminal Master’s program in 2009, and continued working in Oregon as a therapist in a juvenile detention facility. She also worked for the Early Assessment and Support Alliance (EASA) program, where she provided community-based counseling and support services to young adults experiencing psychosis and their families. Dr. Cessna’s pre-doctoral training experience includes placements in the greater Seattle area at Fairfax Behavioral Health Hospital and Western Washington Medical Group. Dr. Cessna completed her doctoral internship at Southwest Behavioral & Health Services’ Opiate Replace Services and Crisis Recovery Units. Dr. Cessna was Program Coordinator of the Opiate Replace Services at the 7th Avenue Clinic until her promotion to Program Director of the clinic. She has an interest in working with substance abuse populations or those involved in the criminal justice system, and she is passionate about providing services to underserved and marginalized populations.

Francia Day, PsyD

Dr. Francia Day is a bilingual (Spanish and English) licensed psychologist and a primary supervisor for the Doctoral Psychology Internship Program with Southwest Behavioral & Health Services. She graduated with a doctoral degree from the Arizona School of Professional Psychology at Argosy University in 2016. Dr. Day completed her doctoral internship and post-doctoral residency at Southwest Behavioral & Health Services providing mental health services through a school based setting. Dr. Day also has previous experience working with clients in a psychiatric hospital, providing court ordered individual and family therapy through a private practice, and working in an alternative school for children with behavioral and emotional difficulties. Dr. Day is currently the Program Coordinator for the Creighton School District in the School and Community-based Counseling Services department and also provides individual, family and group therapy for children ages 5-15. She is passionate about providing services to disadvantaged children and families and her professional interests include family systems therapy, play therapy and the implementation of culturally sensitive mental health services.

Vanja Djurdjevic, PsyD

Dr. Vanja Djurdjevic is a bilingual (Serbian and English) licensed psychologist, a primary supervisor in the Doctoral Psychology Internship Program and a Behavioral Health Professional Lead at the Metro Outpatient clinic. She completed her doctoral psychology internship and post-doctoral residency at SB&H’s Metro Outpatient Clinic, providing services to both children and adults. She is certified in EMDR and currently facilitates an intensive outpatient program for chronic pain. Her ambition lies in reducing mental health stigma and helping underserved members overcome adversity. Dr. Djurdjevic has a drive to eliminate health discrepancies among minorities, to promote help seeking behaviors, and to understand cultural diversity factors to guide culturally-sensitive treatment options. Her professional interests include strength-based interventions, positive psychology, trauma therapy, chronic pain, anger management, mindfulness, and DBT skill building. Dr. Djurdjevic’s hobbies include spending time with her toddler son, exploring nature, going on vacations, spending time with her friends and family, reading novels, and scrapbooking.

Rielly Boyd, PhD

Dr. Rielly Boyd is a psychologist, a primary supervisor for the Doctoral Psychology Training Program at SB&H, and the Program Director for the Flagstaff Outpatient and Opiate Replacement Clinics. She received her doctorate in counseling psychology in 2016 from Northern Arizona University in Flagstaff, AZ. She completed both her APA- accredited doctoral internship and post-doctoral training at the Flagstaff Outpatient and Opioid Replacement clinics of SB&H. Dr. Boyd has many years of experience working with clients from diverse backgrounds in the rural area of Northern Arizona, maintaining an active caseload of children, adults, couples, and families and facilitating therapeutic and skills groups. Dr. Boyd has experience in conducting psychological assessments for diagnostic and eligibility evaluations along with various pre-surgical evaluations. She was recently trained in the ADOS-2, and is working on implementing procedures at the Flagstaff clinic in order to provide evaluations for diagnosing Autism Spectrum Disorder. Dr. Boyd is an instructor in the Educational Psychology department at Northern Arizona University, which provides an opportunity to stay up-to-date with research and current trends in the field, particularly in the areas of marriage and family therapy and psychological assessment. Dr. Boyd operates from a strengths-based perspective and believes that collaborating with clients and fostering empowerment and self-determination are the most important aspects of working in a community-based mental health setting.

William Marsh, PsyD

Dr. William Marsh is a licensed clinical psychologist, a primary supervisor for the SB&H doctoral training program, and Program Director of the Erickson Clinic. Dr. Marsh earned his master’s degree in clinical psychology at Edinboro University of Pennsylvania and completed an internship at Warren State Hospital. He then earned a doctorate degree in clinical psychology at the Arizona School of Professional Psychology. Dr. Marsh fulfilled an APA accredited doctoral internship at Southwest Behavioral and Health Services at an outpatient clinic. There he learned the value of providing client directed, outcome informed therapy which facilitated meaningful change within the client. He subsequently completed a post-doctoral fellowship developing a school-based clinical program for a self-contained special education school for children with emotional and behavioral disabilities. He has significant experience supervising and training doctoral students in clinical psychology programs in providing individual and group psychotherapy, conducting functional behavioral assessments and creating individualized intervention plans, consulting with general and special education teachers, as well as conducting psychological assessments. Clinical training and experience has involved individual, couple/family, and group psychotherapy with particular focus on play therapy and attachment work that integrated strengths-based and trauma-informed approaches. He is well-versed in person-centered, psychodynamic, experiential, family-systems and cognitive behavioral theories and interventions. Additional clinical training and experience in conducting social security and veteran disability evaluations has honed his diagnostic and conceptualizing skills. He has also had considerable clinical experience working with substance use, suicide, grief/loss, medical conditions (including TBI’s), ADHD and behavioral disorders. He was recently trained to utilize the ADOS-2. Dr. Marsh values strong clinical training and has a passion for fostering positive interpersonal dynamics that assist others, whether they are peers, students, or clients, to identify, support, and reach their goals and dreams.

David Ventola, Psy.D.

Dr. Dave Ventola is a licensed psychologist and a supervisor for the Doctoral Psychology Internship program with Southwest Behavioral & Health Services. Dr. Ventola graduated with a doctoral degree from the Arizona School of Professional Psychology at Argosy University in 2017.  Dr. Ventola completed his doctoral internship and post-doctoral residence at Southwest Behavioral & Health Services providing services to families and children in a school based setting. Dr. Ventola’s previous experience includes working in the juvenile corrections environment, providing individual and group therapy and performing psychosexual evaluations for the court.  In addition, Dr. Ventola has spent time working in an alternative school for children with emotional and behavioral challenges. Dr. Ventola currently works as a school based clinician in the School and Community-based Counseling Services, providing individual, family, and group therapy for children 5-15 years of age.  Dr. Ventola’s professional interests include play therapy, family systems, and humanistic psychology.

PAST PRESENTERS AND DIDACTIC TRAINING TOPICS

Barry Duncan, PsyD Better Outcomes Now (BON)

Robert Bohanske, PhD Partners for Change Outcome Management System (PCOMS)

Children and Psychiatric Drugs

Jeffrey Zeig, PhD Ericksonian Approach to Psychotherapy

Personal Reflections on the Masters: Erickson, Frankl, Rogers, Satir, Beck, Whitaker and Minuchin

Evelyn Burrell, PsyD and When Race Enters the Room

Cymande Zalzala, PsyD

William Marsh, PsyD Attachment and Trauma: Building Bonds with Congruent Communication

Lawrence Sideman, PhD, ABPP Motivational Interviewing

Carolyn Brown, PsyD Working with Veterans

Emily Bashah, PsyD Promoting Self Preservation & Resiliency Through Vicarious Trauma

Jenna Jones Rules and Regulations of the Arizona Board of Psychologist Examiners

Norri Zakharchuk, LMSW The Mystery of the Sand: A Brief Introduction to Sand Tray Therapy

Pam Barnes-Palty, PsyD Understanding Perinatal Mood Disorders

Amanda McBride, PsyD Understanding Grief

Tom Virden, PhD Pain Management and Mental Health

John Delatorre, PsyD Sex and Sensibility: Clinical Implications of Sexual Deviant Behavior

Melissa Flint, PsyD Grief Therapy

Bhupin Butaney, PhD Group Therapy

Naudia Moorley, PsyD Geriatric Neuropsychology

Ruchi Patel, PsyD, MPH Mindfulness Based Stress Reduction

Leslie Montijo, PsyD Bullying and Working with Children

Ginnellie Gutierrez Human Trafficking

Arizona Attorney General’s Office

Laurie Cessna, PhD Opioid Replacement Services

Vanja Djurdjevic, PsyD Serbia: Historical Overview, Cultural Considerations, and Clinical and Treatment Implications

Steven Sheets, LPC Trauma Informed Care

Rielly Boyd, PhD The Gottman Method of Couples Therapy

STUDENT PRESENTATIONS

Éva Nicolas #MeToo and the Sociocultural Shift of Masculinity

Charrin Kimble and Stephanie Lin Micro-aggressions & Working with Marginalized Communities

Matthew Coldagelli Genetic conditions, Facial Differences: Medical Approach Impacted by Culture

Bianca De Anda and Zara Raskin The Impact of Social Media on Adolescents

Denisha Liggett Domestic Sex Trafficking Victims: Special Treatment Considerations

Carly Zankman and Jamie Katz Jewish Culture and the Effects of Antisemitism

Cullen Conerly Kink, Fetish & Clinical Implications Working with Kink Communities

Danielle McGraw Geek Culture

Dino Alihodzic Refugee Populations with an Emphasis on the Bosnian Culture

Francis Sesso-Osburn Invisilbility from Within: The Bisexual Male

Lauren Young Prison Populations/Corrections

Jessica Moore Resilience & Post Traumatic Growth in Chronically Homeless, Using Self Compassion Techniques

Internship Admissions, Support, and Initial Placement Data as Required by CoA Implementing Regulation C-27 I

|  |Internship Program Admissions |

|  |Date Program Tables are updated: 8/1/2019 |  |

|  |Annual Stipend/Salary for Full-time Interns |24,000 |  |

|  |Annual Stipend/Salary for Half-time Interns |n/a |  |

|  |Program provides access to medical insurance for intern? |Yes |No |  |

|  |If access to medical insurance is provided: |  |  |

|  |Trainee contribution to cost required? |Yes |No |  |

|  |Coverage of family member(s) available? |Yes |No |  |

|  |Coverage of legally married partner available? |Yes |No |  |

|  |Coverage of domestic partner available? |Yes |No |  |

|  |Hours of Annual Paid Personal Time Off (PTO and/or Vacation) |80 |  |

|  |Hours of Annual Paid Sick Leave |included in PTO |  |

|  |In the event of medical conditions and/or family needs that require extended leave, does the program allow |Yes |No |  |

| |reasonable unpaid leave to interns/residents in excess of personal time off and sick leave? | | | |

|  |Other Benefits: Paid state and federal holidays, dental insurance, vision insurance, short term disability coverage, and pet insurance |  |

|  |  |  |  |  |

|  |*Note. Programs are not required by the Commission on Accreditation to provide all benefits listed in this table |  |

|  |  |  |  |  |

|Initial Post-Internship Positions |  |  |  |

|(Provide an Aggregated Tally for the Preceding 3 Cohorts) |  |  |  |

|  |2016-2019 |  |

|Total # of interns who were in the 3 cohorts |46 |  |

|Total # of interns who did not seek employment because they returned to their doctoral |0 |  |

|program/are completing doctoral degree | | |

|  |PD |EP |  |

|Community mental health center |20 |n/a |  |

|Federally qualified health center |n/a |n/a |  |

|Independent primary care facility/clinic |1 |n/a |  |

|University counseling center |0 |n/a |  |

|Veterans Affairs medical center |6 |n/a |  |

|Military health center |n/a |n/a |  |

|Academic health center |n/a |n/a |  |

|Other medical center or hospital |2 |n/a |  |

|Psychiatric hospital |1 |n/a |  |

|Academic university/department |2 |n/a |  |

|Community college or other teaching setting |n/a |n/a |  |

|Independent research institution |n/a |n/a |  |

|Correctional facility |1 |1 |  |

|School district/system |1 |n/a |  |

|Independent practice setting |10 |n/a |  |

|Not currently employed |n/a |n/a |  |

|Changed to another field |n/a |n/a |  |

|Other |1 |n/a |  |

|Unknown |n/a |n/a |  |

|Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be |  |

|counted only one time. For former trainees working in more than one setting, select the setting that represents their primary | |

|position. | |

|  |  |  |  |

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